Over or Under?

Connecting to prior knowledge

Before reading

Show students the front cover of Over or Under? written by Pip Harry and illustrated by Hilary Jean Tapper. Ask them to predict what the story might be about, what the title might mean, and what the illustrations tell us. Continue making predictions as you display the back cover and endpapers. Record students’ ideas in a large sketchbook so you can refer to them throughout this unit of work.

Introduce the author and illustrator. You can share a few facts from their respective websites if needed.

Talk about the words ‘over’ and ‘under’. Use them to play a game of Simon Says (e.g. put your hands over your head, put your hands under your armpits).

Now read Over or Under? aloud to the class.

After reading

Revisit students’ initial predictions. What do they know now? Is there new information that helps them to understand the story? Why is the story called Over or Under?

Show students this blog post about Over or Under?. It is written in the first person from Harry’s perspective and focuses on the personal events that inspired the book. Make sure you view the post ahead of time so you can familiarise yourself with its contents and support students to make appropriate links.

Zoom in on Harry’s handwritten notes. Point out that they resemble the kind of story planning students do in class when drafting their own narratives.

(AC9EFLE01)   (AC9EFLY05)

Connecting ideas

Provide students with sticky notes and ask them to write as many beach-related words as they can think of (one per sticky note). For example:

You might like to provide copies of Over or Under? so that students can look for more beach words. Keep these and other books about the beach and summer holidays in your class library for students to browse (see More Resources > Related Texts for suggested titles).

Once students have finished writing their beach words, complete a word sort by looking at all the sticky notes and placing them in different categories. This can be done on the board, on separate sheets of butcher’s paper, or using hoops on the ground. Categories could include:

• Water words
• Beach equipment
• Beach activities

(AC9EFLA08)   (AC9EFLY05)

Strategic immersion

Students will have varying experiences and knowledge of the beach depending on where they live. Strategic immersion is an opportunity to provide them with shared knowledge on this topic.

Set up a beach scene in your classroom using props such as towels, beach umbrellas, buckets and spades, and so on. This could be a whole class interactive or whole class viewing experience depending on resourcing.

Alternatively, recreate scenes from Over or Under? in miniature. This involves using small figurines and objects to allow students to both retell the story and include their own insights. This can be an independent or small group experience.

Record your observations based on students’ ability to retell the story, use key phrases from the book, and replicate the characters’ dispositions.

(AC9EFLE02)   (AC9EFLE05)

Exploring the text in context of our community, school, and ‘me’

Connecting language with experience

Reread Over or Under?, drawing attention to the illustrations of the waves and the words used to describe them (e.g. small, frothy, big, shy, gentle, bubbly, foamy). Record these words in the class sketchbook so students can refer to them in the next experience. If required, use images to help them understand the words.

Set up a water experience using small clear tubs and items such as whisks, cups, spoons, feathers, straws, and so on. Students will gather in small groups around the tubs, use the provided items to create different waves, and describe them to one another. You might like to take and display photos and/or videos to support this experience. Afterwards, come together as a class and share the words students used to describe the waves. Use these to create a word bank in the class sketchbook.

(AC9EFLA08)   (AC9EFLE05)

Rich assessment task

Review the word bank from the previous lesson. Reflect on the meaning of the words, adding supporting images if necessary. Students will then draw a picture of a wave, selecting appropriate words from the word bank to describe and label it.

If desired, you can film the students presenting their drawing and verbalising their annotations. You can then share the videos with the rest of the class.

(AC9EFLA03)   (AC9EFLA08)

Responding to the text

NOTE: For the purpose of tracking page numbers, the first double-page spread of the story will be considered pp. 1–2.

Conduct an oral retell of Over or Under?, focusing on Maisie’s feelings. Brainstorm some key emotions that Maisie may have felt at different points in the story, such as happy, scared, upset, brave, and so on.

Emotion four corners

Select four emotions from the class brainstorm. Write them on separate sheets of paper and either draw or print off a picture to correspond with each one. Display the words and pictures at students’ eye level, one in each corner of the room (or as far apart as is practical in your space).

Read Over or Under? aloud again, pausing at the following pages:

Students will stand in front of the emotion they think Maisie may be feeling on that page. Once they have made a choice, ask a few students to explain their reasoning. Is it because of the words that were read? Did they see some clues in the illustrations? Or did they make their own connection to Maisie’s experience?

(AC9EFLE02)

Maisie in the hot seat

Students have identified Maisie’s emotions using clues from the book. They will now use their inferring skills to answer questions as if they were her.

Place a chair at the front of the room to serve as the ‘hot seat’. One student will sit in the chair while the others ask questions. The student in the hot seat will answer the questions in character as Maisie.

Questions could include:

• Why were you playing in the ocean instead of on the sand?
• What was the best part of playing ‘over or under’?
• What made you try again?

Students can take turns sitting in the hot seat.

(AC9EFLY02)   (AC9EFLY05)

Tableau time

In this next experience, students will retell the story of Over or Under? as well as use inferencing strategies. Define ‘inference’ and explain that it involves reading between the lines, or using clues to work out information that the text might not tell us.

Place students in groups of three or four. Each group will work together to act out a scene from the story. This can include (but is not limited to) Maisie jumping over small waves (pp. 7–8), Maisie being dumped by a big wave (pp. 11–12), or Maisie returning to the ocean to try again (pp. 17–18).

Provide time and, if possible, copies of the book so that students can carefully examine their chosen scene. Encourage them to look for additional details in the words (including font size and direction) and illustrations. Each student will then choose a character to play and rehearse their scene with their group. Note that not every scene involves three or four characters; in these instances, students can take on the role of waves or other parts of the scenery (you can provide guidance if needed).

Once the groups have had a chance to rehearse, they will perform their scenes for the rest of the class. At some point during the performance, ring a bell or knock on a table to indicate that the group should freeze. They will then need to tell the audience what is happening in their scene and share any additional inferences. Continue until all the groups have acted out their scenes.

Afterwards, discuss the scenes that students chose. Were they all different? Were some the same? If so, what did each group choose to focus on? Use this as an opportunity to discuss the purpose of the book, referring back to Pip Harry’s blog post if needed.

(AC9EFLA07)   (AC9EFLE03)   (AC9EFLE05)

Exploring plot, character, setting, and theme

Charting character emotions

Turn through the pages of the book, paying close attention to Maisie’s facial expressions. The illustration on p. 5 shows that she may be feeling scared or nervous. This could also be said when she is dumped by the wave (pp. 11–14). By contrast, we see Maisie gaining courage and confidence on pp. 17 and 21.

Students can work in small groups to list the emotions Maisie may be feeling at the beginning, middle, and end of the story. Scaffold as appropriate, perhaps by drawing columns on a sheet of butcher’s paper, adding visuals, or working as a whole class if needed. Compare the responses and come to an agreement about what Maisie felt and when.

(AC9EFLE02)   (AC9EFLE03)

Collaborative soundscape

The setting for Over or Under? contributes significantly to its plot and themes. If students have not visited a beach before, play some videos to immerse them in the experience.

Start with a whole class discussion about the details in Hilary Jean Tapper’s illustrations. What sounds might the different elements make? Students might suggest:

• Waves on the sand (crashing, whooshing)
• Seagulls calling
• People talking and laughing
• Leaves on trees rustling
• Dogs barking

Now place students in groups of four or five to create a group soundscape. One at a time, they will choose a sound they would hear at the beach and do their best imitation. They can use their voices or, if available, objects around the classroom that may help replicate the sounds. Continue until everyone has contributed to the soundscape.

Each group will then share their soundscape with the rest of the class. Afterwards, ask questions to help link the sounds to Over or Under?. This could include:

• What clues from the book did you use to pick your sound?
• Why do you think this sound is important to the setting of the story?

Also discuss any differences between the beach soundscapes and sounds you might hear in your local area. Could the local sounds be used as a soundscape for Over or Under? Would it change the feel of the story or would it stay the same?

If desired, you could record the soundscapes and analyse the feelings they generate with the class.

(AC9EFLE04)   (AC9EFLY02)

Rich assessment task

Reflect on the previous learning experiences and on Maisie’s emotions in the story. Even though the big wave scared her, she still decided to get back in the ocean and try jumping waves again. This was very brave.

Invite students to write a letter to Maisie to tell her about a time when they were brave. This might have been at the beach, pool, or on a bush walk; on a ride at an amusement park; at a performance; or doing something else that made them feel scared or nervous.

To help students prepare, ask and display the following questions:

• Where were you?
• What were you doing?
• Who was with you?
• Did you feel scared or nervous?
• Did anything or anyone help you feel better?

This can be done individually or as a shared, teacher-led writing experience. You can also scaffold this task using a template with space for an opening greeting (e.g. ‘Dear Maisie’ or ‘Hello Maisie’) and a closing sign-off (e.g. ‘From’ or ‘Bye for now’).

(AC9EFLY06)

Examining text structure and organisation

Under or over sentence

Draw students’ attention to the title of the book. What did Maisie have to go over? What did she have to go under? People who go to the beach regularly might be able to relate to this game.

Ask students what things they might be able to go over or under and create an anchor chart in the class sketchbook. Ideas could include:

Students can then pick one of these ideas (or use their own) and write a sentence about something they could go over or under. For example:

I can go over a skipping rope.

You could also ask students to draw a picture to accompany their sentence, if desired.

(AC9EFLA05)

First, then, next, finally

Over or Under? follows a standard story sequence, with a beginning to set the scene, a middle with a problem, and an end with a solution. This activity aims to build students’ understanding of the way texts are structured.

Take students on a picture walk through the book. Invite them to use the words ‘first’, ‘then’, ‘next’, and ‘finally’ to sequence the events of the story. For example:

• First, Maisie jumps waves at the beach with her Dad
• Then, a big wave dumps her and gives her a fright
• Next, Maisie stays with her family so she doesn’t get dumped again
• Finally, with her Dad’s help, she tries again and learns to go under the big waves

Provide students with a scaffold so they can draw and write their own recount:

You could also use this scaffold to dive deeper into a single scene or a short series of pages.

(AC9EFLE03)

Examining grammar and vocabulary

Wave words

The vocabulary of Over or Under? reflects its setting. Reread the book, pausing so that students can indicate when they hear a word that relates to the beach or ocean. Create a list of ‘wave words’ in the class sketchbook, including phrases that Pip Harry uses to describe the water. For example:

Using clues from the book, collaboratively determine what each of these words and phrases mean. Guide students through this process, explaining the meaning of any new or unfamiliar words. Invite students to create a label for each wave word (or phrase) with an illustration that depicts its meaning. Display these to create a wave word wall.

Discuss how these words add meaning to the story and help Harry describe the ocean. Ask students why it might be important to describe the ocean in such a detailed way. For example, some readers may not have gone to the beach before, and may not understand how important it is to ‘read’ the waves.

(AC9EFLA07)

Action words

Before you read Over or Under? again, ask students to listen for action words or words that describe an action that is happening (verbs). Give them maracas or tapping sticks and ask them to make a sound when they hear an action word. Record these on the board or on butcher’s paper. This will provide assessment data on whether students understand what a verb is. If they identify fewer than ten verbs, help them locate some others from the book. This may include (but is not limited to):

Once students have identified at least ten action words, write them on separate cards. Use these to play a game to support students’ understanding of verbs. Shuffle the cards and pull one from the pile. Students will then use their body to demonstrate the action written on the card. For example:

(AC9EFLA08)

Sound words

Harry has used some sound words, also known as onomatopoeia, in her book. When these words are read aloud, they imitate the sound they are describing.

Turn to pp. 12 and 28 and ask students if they can identify the sound words. They are ‘crash’ and ‘whoosh’. Discuss the following:

• Why did Harry use this word?
• Does the sound word match what is happening in the story?
• Can you think of another sound word the author could have used?

Students can use sticky notes to write additional sound words for the book (e.g. ‘splash’). Encourage them to think of sounds both in the ocean (e.g. ‘splash’ for a wave) and on the shore (e.g. ‘crunch’ when walking on the sand). Use this to check students’ understanding of letters and sounds to spell words.

(AC9EFLY13)

Rich assessment task

Students will create an illustration of an activity they like to do. Ideas include:

• Playing on a playground
• Playing sport
• Helping an adult to bake
• Going shopping
• Riding a bike

Once they finish their drawing, students will add at least one sound word (onomatopoeia) to match what is happening in the illustration. Provide guidance as needed to help students think of appropriate sound words (e.g. ‘ding’ for a bicycle bell, ‘squelch’ for mixing cake batter).

(AC9EFLY13)

Staying safe

Reread Over or Under? and discuss how the images and words contribute to an overall theme of safety. Turn to pp. 31–32 and read the information about ‘Staying safe at the beach’. What do students notice about these pages? Pip Harry has intentionally placed them at the back of the book. What can we infer from this? Perhaps Harry wants us to read the whole story first and understand Maisie’s experiences as part of a message about safety at the beach.

Other important aspects of these pages include:

• The red and yellow flags (you may need to explain their significance)
• Entire words written in upper case for emphasis
• The background colour of p. 32 (yellow like the calm, safe sand)

Point out that while Over or Under? is an imaginative text, the safety pages have not been made up for fun or enjoyment. Instead, they provide information and instructions to help keep people safe.

Have a discussion about places in your local community where safety is important. This could include school, the playground, a skate park, the pool, and so on. Record students’ ideas in the class sketchbook. Again, the places they suggest will vary depending on where they live.

Ask students to choose one place where it is important to stay safe. Using a graphic organiser (PDF 01, 43KB), they can record information about their chosen place, including where it is, who is there to help, what signs may be present, and how to actually safe. They will use this information for the final Rich Assessment Task.

(AC9EFLY03)   (AC9EFLY06)   (AC9EFLY14)

Rich assessment task

To tune into this experience, discuss safety signs in your community. You could arrange a walk around your local area, if practical; otherwise, you can utilise online maps or pictures of safety signs.

Students can then use their graphic organisers from the previous lesson to create their own community safety signs. Provide a range of craft materials such as pencils, markers, scissors, coloured papered, and so on. If students require further scaffolding, you can guide them to think about safety rules at their school and create a sign that supports one of those.

(AC9EFLA03)   (AC9EFLY06)   (AC9EFLY14)